The Red Book - The College of Family Physicians Canada

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2. Opportunities for the resident to interact with various organizations, agencies, and servicesthat deliver emergency medical care to the community.3. Opportunities for the resident to secure appropriate, relevant training experience in otherdisciplines related to emergency medicine, especially to adult critical care medicine.4. A minimum of eight months in the emergency department in the combined familymedicine/emergency medicine program, with a minimum of six months in the third year.At completion of the third year of training, the resident will possess the knowledge andskills necessary to develop a leadership role in a community emergency department.5. The equivalent of at least two months of training in emergency and/or critical carepediatrics, which may be part of the eight months of “emergency” training.6. An educational environment which facilitates and encourages residents to maintain anongoing responsibility in a family practice setting throughout the third year.7. A system of evaluation, for both residents and faculty, that is congruent with the principlesoutlined in the B standards.Program OrganizationThe CCFP(EM) residency training program must be conducted in cooperation with theuniversity department or division of family medicine, and provide a curriculum based on theeducational objectives in emergency medicine of the CFPC.The program must have access to facilities of the faculty of medicine, the department offamily medicine, and participating hospitals.The training program must provide a CCFP(EM) program director who holds theCCFP(EM) designation. The director must be responsible to the postgraduate director of thedepartment of family medicine, and must be appointed by that department. The residents inemergency medicine are directly responsible to this individual. The program director must havethe responsibility and authority to assign residents to the appropriate settings and rotations.The CCFP(EM) program director will be assisted by an emergency medicinepostgraduate education committee. The committee will include representation from teachingunits, full- and part-time faculty, residents, and allied health professionals with appointments inthe department.33
The resident representatives on the postgraduate education committee must be selectedby their peers and oriented to their role and responsibilities, both as members of the committeeand as resident representatives. This committee should meet at least four times a year.The CCFP(EM) program director must be a member of the postgraduate educationcommittee of the university department of family medicine. The family medicine postgraduatedirector should be a member of the emergency medicine postgraduate committee.Resident SelectionRecognizing that emergency medicine is a part of family medicine training and practice,postgraduate directors are reminded that the goal of these programs is to provide familyphysicians with enhanced skills training in emergency medicine. As such, these programs areprimarily intended for:1. All recent graduates of family medicine training programs2. Any physicians with certification from the CFPC or who is eligible to write the CCFPexaminationThere must be a selection committee, which should include the family medicine/emergencymedicine program director, a teacher in the program who is in possession of a CCFP(EM)certification, and the family medicine postgraduate director or his or her representative.ResourcesClinical teaching resourcesThe training program must provide:1. An annual budget sufficient to cover administrative costs and educational resources.2. Emergency medicine teaching units with facilities appropriate for the investigation andtreatment of patients. The volume and variety of work in the institutions participating inthe program must be sufficient to provide an adequate experience over the full range ofemergency medicine. The program must ensure an adequate exposure to the full range ofage, ethno-cultural, and demographic backgrounds.3. Teaching settings in which family physicians who received certification in family medicinefrom the College provide a significant portion of the clinical care, and take directresponsibility for the resident’s education and teaching.34
Page 3: Table of ContentsOverview of the Ac
Page 7 and 8: INTRODUCTION TO THE RED BOOK: FAMIL
Page 9 and 10: ) Designing and implementing learni
Page 11 and 12: The responsibilities of this indivi
Page 13 and 14: STANDARD B.3: THE LEARNING ENVIRONM
Page 15 and 16: 3. There must be ready access to a
Page 17 and 18: Scholarly Activity7. A satisfactory
Page 19 and 20: services, community services or sem
Page 21 and 22: common procedures during labour and
Page 23 and 24: Residents must be given opportuniti
Page 25 and 26: 5. Assessment processes are more ef
Page 27: ENHANCED SKILLS: SPECIFIC STANDARDS
Page 30: FAMILY MEDICINE/EMERGENCY MEDICINE:
Page 36 and 37: 4. Experience during the third year
Page 38 and 39: 3. Creating an awareness of the ser
Page 40 and 41: ResourcesClinical teaching resource
Page 42 and 43: The family physician is a skilled c
Page 44 and 45: • An identifiable formal teaching
Page 46 and 47: The program must ensure adequate ex
Page 48 and 49: Enabling objectives:• Demonstrate
Page 50 and 51: CLINICIAN SCHOLAR PROGRAM: STANDARD
Page 52 and 53: 4. The training environment should
Page 54 and 55: 2000 roles of medical expert, commu
Page 56 and 57: 1. Goals of the programThe overall
Page 58 and 59: Specific objectivesThe resident wil
Page 60 and 61: General objective 8(Principle #4 -
Page 62 and 63: ) Have completed a mandatory schola
Page 64 and 65: There should be an evaluation proce
Page 66 and 67: Definition:• Specific issue(s) ar
Page 68 and 69: GUIDELINES FOR AN APPEAL OF AN ACCR
Page 70 and 71: CFPC Board shall designate one of t

The Red Book - The College of Family Physicians Canada

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